1. Observations A Mirror of the Classroom

2. Objectives  Gain specific strategies for communicating with teachers to promote successful teaching and learning  Develop a formal observation process & tool to assess school-wide instruction  Develop an informal observation process to assess school-wide instruction  Implement a school walkthrough and collect data  Collect and interpret data about classroom seating arrangements as a supervisory strategy

3. List five aspects of a lesson that you look for as you conduct an observation. Which is most important?

4. Goal for Observing  Enhance a teacher’s thought and commitment about improving their own classroom (and school) practice. (Glickman)  Identify the cause and effect relationship between teacher behavior and student learning.  What other reasons are there for classroom observations?

5. Classroom Observations Please look at the stick figure drawings of students in a classroom (#1). Describe what you see?

6. Formative Supervision  Empowers teachers to learn from examining their own practices  Acknowledges and responds to the unique learning needs of teachers  Promotes ownership; the more teachers own their learning, the more invested they become  Champions informed choice about the types of supervisory support and approaches (Zepeda)

7. Observing  Describing what is seen in a quantitative and qualitative fashion Quantitative tools measure classroom events, behaviors and objects. Qualitative tools identify classroom themes based on observer’s focus.  Interpreting classroom data and teacher effectiveness is based on the observer’s history, training, content knowledge, preconceptions, etc.

8. Quantitative Observations  Categorical Frequency Instruments  Count number of questions types; off-task behaviors  Performance Indicator Instruments  Does behavior occur with comments  Visual Diagrams  Chart verbal interactions; teacher movement (Flowchart of teachers space utilization)  Videotape class

9. Post-observation Conference  Engaging the teacher is reviewing, analyzing, and reflecting on data collected during the classroom observation.  Focus on the cause and effect relationship between teacher behavior and student learning.

10. Qualitative Observations  Verbatim & Selected Verbatim Record of all verbatim interactions  Detached Open-Ended Narrative Records all events  Participant Open-Ended Observation Observer becomes part of class activities  Focused/Tailored Questionnaire Observation General/specific topics to be observed pre-identified

11. Clinical Supervision Pre-Observation Conference Classroom Observation Post-Observation Conference Summative Evaluation- Checking for Results Staff Development As a follow up to Supervision

12. Pre-observation Conference What elements should be discussed in the pre- observation conference? What makes the lesson a success?  Pre-Observation Conference Form Classroom environment  Characteristics, Culture, Climate Learning Objective  Content, Assessment, Process/Activities, Resources Looking for Results Focus for Observation – “Zoom” into area

13. Post Observation Conference It is the supervisor’s responsibility to engage teachers in reviewing, analyzing, and reflecting on the data collected during the observation. (Zepeda) Supervisor understand the learning needs of the teacher Teacher charts the next steps in the learning process

14. MSDE Handouts  Focus Questions – Department Chairs  Learning Objectives / Focus Questions - Objectives  Student Learning Behaviors  Focus Questions – During Observation  Focus Questions to ask students  Focus Questions – Post Observation  Oral / Written Feedback Checklist  Teacher Behaviors  Feedback examples

15. It’s a Break!

16. Informal Observations  A strategy for improving instruction  A snapshot of teaching and learning across the school; short, focused, frequent visits  A public process  Gather information about curriculum, instructional practices, and decisions teachers make  Collaboration for professional growth